6-1: Dylan K. and Jonathan Z.
6-2: Kera M. and Patrick E. (Bonus)
6-3: Askley C. (Bonus) and Lauren W. (Bonus)
6-4: Sabrina O. (Bonus) and Sarah S. (Bonus)
6-5: Alayna S. (Bonus) and Elayna VB. (Bonus)
6-6: Bethany H. (Bonus) and Austin Z. (Bonus)
6-7: Jimmy H. (Bonus) and Dylan K. (Bonus)
6-8: Chantel D. (Bonus) and Susie W. (Bonus)
6-9: Dani D. (Bonus) and Alissa D. (Bonus)
Student Summaries:
Lesson 6-1 deals with ordered pairs and finding points on a plane. You are given a coordinate or a set of coordinates and you find them on a coordinate plane. The coordinate plane is divided into four separate quadrants which are divided by the x-axis and y-axis. The x-axis is horizontal on the coordinate plane. The y-axis is vertical on the coordinate plane. A coordinate that you are given is in the form (x,y) and is called an ordered pair.
- Jon and Dylan
Student Summaries:
Lesson 6-2 deals with the slope of a line. In this lesson you will learn the slope formula, and the mid point formula and these formulas will help you find the slope of the line and the mid point of the points. You can use these when you have 2 sets of points. Also that you put these points a coordinate plane. - Patrick E.
This lesson, 6-2 consists of using a formula to find the slope using two sets of points and then graphing. Also this lesson teaches that horizontal lines will have a slope of zero and vertical lines will have an undefined slope. - Kera M.
Student Summaries:
This lesson helps us learn how to write equations of lines using slopes, intercepts, and points. We also learn about linear equations, point-slope, and slope intercept form. By using the information we are given we can identify slopes and y-intercepts in line graphs. -Ashley C and Lauren W
Student Summaries: In this lesson we learned how to graph linear inequalities. When graphing inequalities you need to first graph the line. You will know whether the line is solid or dashed because of the sign given. If the sign is greater than or less than, then the line is dashed. If the sign is greater than or equal to or less than or equal to the line is solid. You will also need to know wheter or not to make the points dots or open circles. Open circles are when the sign is greater than or less than and closed dots are when the sign is greater than or equal to or less than or equal to. If a point is a solution to the equation then it will lie in the shaded region. That is also how you can tell whether to shade up or down. If you plot a point that works in the equation and it is not on the line then you shade in that region. There is a trick that can make shading easier. You shade above the line when there is a less than or less than or equal to sign. You shade above the line when there is a greater than or greater than or equal to sign. ~THESE ONLY WORK IF Y COMES FIRST IN THE EQUATION!!!~
-Sarah S.
Student Summaries:
In lesson 6-5, we learned about linear and nonlinear functions. Functions are a relationship where each x-value, the independent variable, matches the with only one y-value, the dependent variable. A function notation, f(x), reads "function of x" tells us the independent variable is inside the parenthesis; allows for working with multiple functions. A domain is any possible value for the independent variable, usually x. A range is any possible value for the dependent variable, usually y. Continuous is a graph where all points are connected. A linear function is a function that will give a straight; any line other than a vertical line. The vertical line test tests whether a graph represents a function or not; can only touch a graph once. To graph the line, you make a chart of the points and then graph the line according to the points. Also you need to find the domain and range of the the function.
-Alayna & Elayna.
Students Summaries:
We learned how to graph functions and to determine whether parabolas (aka the big U) go up or down, based upon the values of the numbers. If its negative it goes down, positive it goes up. You must have 7 values total to graph it, so you are able to see what it is. You can also tell if its a function based on the vertical line test. Which says that if the line goes through 2 or more points on a line that it is not a function.
B-Huntz. N A-Zech
6-7: Problem Solving Skills: Patterns and Functions
Student Summaries:
We learned that if one value gets larger, then the other one gets larger. It's the same with smaller; if one value get's smaller then the other value gets smaller. That is Direct Variation. Direct square variation is a problem that produces a parabola when you square the independent variable. 'K' does not equal 0. Direct variation is a line. -Susie
Student Summaries:
Inverse Variation: a variation situation where when one varible gets larger while the other one gets smaller. Inverse Square Variation: where that independent varivble is squared. Inverse Variation Function is y=k/x and the Squared Inverse Variation is y=k/x^2 . To solve the situation you need to decide what your varibles will stand for (from the pieces of information in the situation you are given), you will pick out information from the situation you are given, two sentences that will determine which varible you use, and what it will represent. In this chapter a big thing that we have learned is how to solve problems involving the inverse variation and the inverses square using the two different functions, & by picking out pieces of information in the word problems/situations that we are given and attaching the x & y varibles on the piece of information for example in (example one the x stands for "distance" & the y stands for "force".)
- Alissa D.
Inverse Variation: As x increases in value, y decreases in value. y= k/x or xy = k. Inverse Square Variation: Stated as " y varies inversely as x squared, or y is inversely proportional to x squared." y= k/x squared or x squared y = k.
- Dani D.
Table of Contents
Chapter 6: Graphing Functions
Preview: Chapter 6 Preview 1011.pdfWiki Summaries
6-1: Dylan K. and Jonathan Z.6-2: Kera M. and Patrick E. (Bonus)
6-3: Askley C. (Bonus) and Lauren W. (Bonus)
6-4: Sabrina O. (Bonus) and Sarah S. (Bonus)
6-5: Alayna S. (Bonus) and Elayna VB. (Bonus)
6-6: Bethany H. (Bonus) and Austin Z. (Bonus)
6-7: Jimmy H. (Bonus) and Dylan K. (Bonus)
6-8: Chantel D. (Bonus) and Susie W. (Bonus)
6-9: Dani D. (Bonus) and Alissa D. (Bonus)
6-1: Distance in the Coordinate Plane
Notes: Section 6-1 Student 1011.pdfView the lesson:
Student Summaries:
Lesson 6-1 deals with ordered pairs and finding points on a plane. You are given a coordinate or a set of coordinates and you find them on a coordinate plane. The coordinate plane is divided into four separate quadrants which are divided by the x-axis and y-axis. The x-axis is horizontal on the coordinate plane. The y-axis is vertical on the coordinate plane. A coordinate that you are given is in the form (x,y) and is called an ordered pair.
- Jon and Dylan
6-2: Slope of a Line
Notes: Section 6-2 Student 1011.pdfView the lesson:
Student Summaries:
Lesson 6-2 deals with the slope of a line. In this lesson you will learn the slope formula, and the mid point formula and these formulas will help you find the slope of the line and the mid point of the points. You can use these when you have 2 sets of points. Also that you put these points a coordinate plane. - Patrick E.
This lesson, 6-2 consists of using a formula to find the slope using two sets of points and then graphing. Also this lesson teaches that horizontal lines will have a slope of zero and vertical lines will have an undefined slope. - Kera M.
6-3: Write and Graph Linear Equations
Notes: Section 6-3 Student 1011.pdfView the lesson:
Student Summaries:
This lesson helps us learn how to write equations of lines using slopes, intercepts, and points. We also learn about linear equations, point-slope, and slope intercept form. By using the information we are given we can identify slopes and y-intercepts in line graphs. -Ashley C and Lauren W
6-4: Write and Graph Linear Inequalities
Notes: Section 6-4 Student 1011.pdfView the lesson
Student Summaries: In this lesson we learned how to graph linear inequalities. When graphing inequalities you need to first graph the line. You will know whether the line is solid or dashed because of the sign given. If the sign is greater than or less than, then the line is dashed. If the sign is greater than or equal to or less than or equal to the line is solid. You will also need to know wheter or not to make the points dots or open circles. Open circles are when the sign is greater than or less than and closed dots are when the sign is greater than or equal to or less than or equal to. If a point is a solution to the equation then it will lie in the shaded region. That is also how you can tell whether to shade up or down. If you plot a point that works in the equation and it is not on the line then you shade in that region. There is a trick that can make shading easier. You shade above the line when there is a less than or less than or equal to sign. You shade above the line when there is a greater than or greater than or equal to sign. ~THESE ONLY WORK IF Y COMES FIRST IN THE EQUATION!!!~
-Sarah S.
6-5: Linear and Nonlinear Functions
Notes: Section 6-5 Student 1011.pdfView the lesson
Student Summaries:
In lesson 6-5, we learned about linear and nonlinear functions. Functions are a relationship where each x-value, the independent variable, matches the with only one y-value, the dependent variable. A function notation, f(x), reads "function of x" tells us the independent variable is inside the parenthesis; allows for working with multiple functions. A domain is any possible value for the independent variable, usually x. A range is any possible value for the dependent variable, usually y. Continuous is a graph where all points are connected. A linear function is a function that will give a straight; any line other than a vertical line. The vertical line test tests whether a graph represents a function or not; can only touch a graph once. To graph the line, you make a chart of the points and then graph the line according to the points. Also you need to find the domain and range of the the function.
-Alayna & Elayna.
Section 6-6: Graphing Quadratic Equations
Notes: Section 6-6 Student 1011.pdfView the lesson
Students Summaries:
We learned how to graph functions and to determine whether parabolas (aka the big U) go up or down, based upon the values of the numbers. If its negative it goes down, positive it goes up. You must have 7 values total to graph it, so you are able to see what it is. You can also tell if its a function based on the vertical line test. Which says that if the line goes through 2 or more points on a line that it is not a function.
B-Huntz. N A-Zech
6-7: Problem Solving Skills: Patterns and Functions
Notes: Section 6-7 Student 1011.pdfView the lesson
Student Summaries:
6-8: Direct Variation
Notes: Section 6-8 Student 1011.pdfView the lesson
Student Summaries:
We learned that if one value gets larger, then the other one gets larger. It's the same with smaller; if one value get's smaller then the other value gets smaller. That is Direct Variation. Direct square variation is a problem that produces a parabola when you square the independent variable. 'K' does not equal 0. Direct variation is a line. -Susie
6-9: Inverse Variation
Notes: Section 6-9 Student 1011.pdfView the lesson
Student Summaries:
Inverse Variation: a variation situation where when one varible gets larger while the other one gets smaller. Inverse Square Variation: where that independent varivble is squared. Inverse Variation Function is y=k/x and the Squared Inverse Variation is y=k/x^2 . To solve the situation you need to decide what your varibles will stand for (from the pieces of information in the situation you are given), you will pick out information from the situation you are given, two sentences that will determine which varible you use, and what it will represent. In this chapter a big thing that we have learned is how to solve problems involving the inverse variation and the inverses square using the two different functions, & by picking out pieces of information in the word problems/situations that we are given and attaching the x & y varibles on the piece of information for example in (example one the x stands for "distance" & the y stands for "force".)
- Alissa D.
Inverse Variation: As x increases in value, y decreases in value. y= k/x or xy = k. Inverse Square Variation: Stated as " y varies inversely as x squared, or y is inversely proportional to x squared." y= k/x squared or x squared y = k.
- Dani D.
Calendar